Giáo án NLS Tiếng Anh 12 Global Success Unit 1 Reading: A creative genius
Giáo án NLS Tiếng Anh 12 Global Success Unit 1 Reading: A creative genius. Với năng lực số được tích hợp, tiết học sẽ giúp học sinh làm quen và ứng dụng công nghệ, tin học. KHBD này là file word, tải về dễ dàng. Là mẫu giáo án mới nhất năm 2026 để giáo viên dạy tốt môn English 12.
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Planning: ..../..../.....
Teaching: ..../..../.....
UNIT 1: LIFE STORIES WE ADMIRE
LESSON 3: READING
I. OBJECTIVES
1. Knowledge and skills
By the end of the lesson, students will be able to:
- Guess the meaning of words and phrases from the context.
- Read for main ideas and specific information in an article about Steve Jobs.
- Use the language and ideas from the unit to express opinions about an admired figure.
2. Competences
General competences:
- Self-control and independent learning: Read text independently, analyze context clues, and form personal opinions.
- Communication and collaboration: Work in pairs or groups to discuss questions, complete reading tasks, and share ideas.
Specific competences:
- Reading comprehension skills: skimming for main ideas, scanning for specific information, and deducing meaning from context.
Digital competences:
- [1.1.NC1b]: Apply search techniques to retrieve data, information, and digital content in digital environments.
- [1.2.NC1a]: Assess the reliability and credibility of data, information, and digital content sources.
- [1.2.NC1b]: Evaluate different types of data, information, and digital content.
- [2.1.NC1a]: Choose simple digital technologies for interaction.
- [2.2.NC1a]: Share data, information, and digital content through a variety of appropriate digital tools.
- [2.4.NC1a]: Suggest different digital tools and technologies for collaborative processes.
- [3.1.NC1a]: Identify ways to express oneself through the creation of digital content.
- [6.2.NC1b]: Adapt AI systems to meet specific needs.
3. Attributes
- Hard work: Actively participate in reading tasks and class discussions.
- Admiration and Inspiration: Develop an appreciation for individuals who overcome difficulties to achieve significant breakthroughs.
II. RESOURCES AND MATERIALS
1. Teacher's aids
- Textbook Global Success 12, Teacher's Book, Lesson Plan.
- Computer, projector/smart TV.
- Images of Apple products and Steve Jobs (for Warm-up).
- Generative AI Chatbots (e.g., ChatGPT, Gemini) and Digital collaborative platforms (e.g., Padlet, Miro).
2. Students' aids
- Textbook, notebooks, pens.
- Smartphones or tablets with internet connection.
III. PROCEDURES
1. WARM-UP
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2. PRESENTATION
Activity 1. Work in pairs. Discuss the questions.
a. Objective: To activate prior knowledge about the topic and get Ss involved in the lesson.
b. Content: Students work in pairs to discuss questions about the man in the picture.
c. Product: Students' correct identification of Steve Jobs and his main achievements.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher asks Ss to look at the picture in the textbook and work in pairs to answer the questions: 1. Who is the man in the picture? 2. What is he most famous for?
- Teacher encourages students to use search engines (e.g., Google, Safari,...) on their smartphones to quickly retrieve additional interesting facts about his achievements. Step 2: Students perform learning tasks - Ss work in pairs to discuss the questions and apply search techniques on their devices to gather extra information. - The teacher observes, guides, and supports the students (if necessary). Step 3: Reporting and Discussion - Teacher asks some pairs to share their answers with the whole class. - Teacher asks what other information they want to know about Steve Jobs and writes their questions on the board. Step 4: Evaluation - Teacher confirms the suggested answers and introduces the topic of the reading text. - Teacher moves on to the next content. | - Answers to Teacher's questions: 1. He is Steve Jobs. 2. He is most famous for co-founding the Apple company and inventing products such as the iPhone and the iPod.
| [1.1.NC1b]: Apply search techniques to retrieve data, information, and content in the digital environment by using mobile search engines to find extra facts. |
Activity 2. Read the article. Choose the words or phrases with the closest meaning to the highlighted words or phrases in the text.
a. Objective: To help Ss practise guessing the meaning of words and phrases from context.
b. Content: Students read the text, locate highlighted words/phrases, and choose the closest meaning.
c. Product: Students' correct choices of word meanings based on context.
d. Organization:
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Activity 3. Read the article again. Match each section (A-C) with a heading (1-5). There are TWO extra headings.
a. Objective: To help Ss practise reading for main ideas.
b. Content: Students match sections (A, C) with a heading (1-5), noting the two extra headings.
c. Product: Students' correct matching of headings to text sections.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS |
Step 1: Teacher assigns learning tasks - Teacher asks Ss to read the headings and check understanding. - Teacher explains that there are two extra headings used as distractors. - Teacher focuses their attention on the use of distractors (irrelevant, incorrect, too narrow, too general). Step 2: Students perform learning tasks - Ss skim through each section and choose a heading that summarises the ideas of each section. - The teacher observes, guides, and supports the students. Step 3: Reporting and Discussion - Teacher checks answers as a class and has Ss explain why certain headings are not needed (e.g., Heading 3 only focuses on part of Section C; Heading 4 only covers part of Section B). Step 4: Evaluation - Teacher confirms the correct answers and moves to the next activity. - Teacher moves on to the next content. | - Students' answers: Section A - 2 Section B - 1 Section C – 5
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Activity 4. Read the article again. Complete the diagram with information from the text. Use ONE word for each gap.
a. Objective: To help Ss practise reading for specific information.
b. Content: Students read the article again and complete the timeline diagram with ONE word for each gap.
c. Product: Students' correct completion of the timeline using exact words from the text.
d. Organization:
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Activity 5. Work in pairs. Discuss the following question: What do you admire the most about Steve Jobs?
a. Objective: To help Ss use the language and ideas from the unit to express opinions.
b. Content: Students discuss which achievement of Steve Jobs they find most admirable and why.
c. Product: Students' spoken opinions and explanations.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher asks Ss to work in pairs and discuss the question: What do you admire the most about Steve Jobs? - Teacher encourages them to explain why they admire that achievement the most. Step 2: Students perform learning tasks - Ss discuss their ideas in pairs. - Students use an AI tool (e.g., Grammarly or an AI chatbot) to check the grammar and refine their English sentences. - After refining, students post their final opinions onto a digital class wall (e.g., Padlet) to share with everyone. - The teacher observes, guides, and supports the students with vocabulary if needed. Step 3: Reporting and Discussion - Teacher invites some pairs to share their answers with the whole class. Step 4: Evaluation - Teacher praises Ss for their ideas, provides constructive feedback on language use, and summarizes the main takeaways from the text. - Teacher moves on to the next content. | - Suggested answer: What I admire the most about Steve Jobs is how he overcame difficulties in his life to achieve a significant breakthrough in communication technology. He dedicated his life to building technology and inventing the first real personal computer that is user-friendly, efficient, and stylish.
| [6.2.NC1b]: Adjust AI systems to fit specific needs by prompting AI to correct and refine English sentence structures. [2.2.NC1a]: Share data, information, and digital content through various appropriate digital tools by posting on Padlet.
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3. PRACTICE
a. Objective: To consolidate the target vocabulary and reading comprehension in a straightforward, focused manner.
b. Content: Students complete a direct practice mission consisting of two basic, non-multiple-choice tasks.
c. Products: Students' correct written answers for the two tasks.
d. Organization:
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4. APPLICATION
a. Objective: To help students apply the lesson's theme of admiring life stories to real-world contexts through independent research.
b. Content: Students carry out a home assignment titled "Profile of an Innovator".
c. Product: A short written profile (5-7 sentences) about another creative figure.
d. Organization:
Step 1: Teacher assigns learning tasks
- Teacher assigns the homework task: "Profile of an Innovator".
- Task description: At home, choose one famous innovator or creative genius you admire (e.g., Thomas Edison, Marie Curie, Mark Zuckerberg). Write a short paragraph (5-7 sentences) about them. Include:
+ Who they are.
+ One major difficulty they faced (like dropping out or failing).
+ Their greatest achievement.
+ Why you admire them.
- Teacher explicitly requires students to use Generative AI (e.g., ChatGPT, Gemini,...) to gather initial information about the innovator, but they MUST cross-check and evaluate the AI's facts against reliable online encyclopedias (like Britannica) to ensure accuracy.
- Students must design the final profile as a digital poster (e.g., using Canva).
Step 2: Students perform learning tasks
- Students take notes on the requirements.
Step 3: Reporting and Discussion
- Teacher will ask students to swap their profiles with a partner in the next lesson.
Step 4: Evaluation
- Teacher ensures everyone understands the instructions and answers any clarifying questions.
[1.2.NC1b]: Evaluate the accuracy and reliability of AI systems by cross-checking AI-generated facts with reliable online sources.
[3.1.NC1a]: Apply ways to create and edit content in different formats by designing a digital poster.
* HOMEWORK
- Learn the new vocabulary from the text by heart.
- Complete the "Profile of an Innovator" writing task.
- Prepare for Lesson 4: Speaking.
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